Supporting Striving Readers in Middle School

Terri Ruyter • Cahn Fellow 2020

This study began with a focus on supporting the literacy development of middle school students who are reading significantly below grade level. Rather than focusing on a deficit model of assessment, we drew upon ideas of culturally responsive/anti-bias literacy instruction. These ideas focus on a student’s identity as a member of multiple communities — social, familial, and academic. By attending to these different identities, teachers can establish trusting relationships, learn about student expertise and interest, and can then use content as a leverage point to reinforce lagging skills.